اثر تمرين هاي ادراكي - حركتي بر عملكرد تحصيلي كودكان اول و ششم دبستان

Effect of perceptual-motor exercise on academic performance in one and sixth grade elementary school children

هدف از تحقيق حاضر مقايسه ميزان تاثيرگذاري تمرين هاي ادراكي - حركتي بر عملكرد تحصيلي دانش آموزان دختر پايه اول و پايه ششم بود. ابتدا دانش آموزان هر كدام از دوره ها (50 دانش آموز پايه ي اول و 50 دانش آموز پايه ي ششم) از لحاظ عملكرد ادراكي - حركتي، عملكرد شناختي و پيشرفت تحصيلي دروس رياضي و فارسي مورد ارزيابي قرار گرفتند و سپس بر اساس نتايج آزمون هاي به دست آمده، دانش آموزان هر پايه به دو گروه كنترل و تجربي همگن تقسيم شدند. گروه تجربي، به مدت 8 هفته (3 جلسه در هفته) و هر جلسه 45 الي60 دقيقه به تمرين هاي منتخب اداركي - حركتي پرداختند. سپس، هر دو گروه با سنجش عملكرد تحصيلي مورد ارزيابي مجدد قرار گرفتند. براي تحليل داده ها از آزمون تي مستقل و وابسته استفاده شد. نتايج نشان داداثر تمرينات ادراكي حركتي بر عملكرد تحصيلي شركت كنندگان پايه اول معني دار ولي در شركت كنندگان پايه ششم غير معني دار بود . بنابر نتايج تحقيق، تاثير پذيري پيشرفت تحصيلي كودكان از فعاليت هاي ادراكي - حركتي در دوره پيش عملياتي متفاوت از عمليات عيني مي باشد.

The purpose of the present study was to evaluate the effect of perceptual-motor activities on the academic performance of female students in the first grade and the sixth grade.The students of each grade (50students in the first grade and50 students in the sixth grade) took part in the Lincoln-Oseretsky Motor Development test for assessing perceptual-motor function and Raven intelligence test for assessing cognitive function. Teacher assessments of math and Persian as an indication of their academic progress were also considered. Based on the results , the students of each grade were divided into two groups of experimental and control (n = 25). The experimental group participated in an eight-week training course including a variety of exercises and perceptual-motor activities. The training course consisted of 45 to 60 minutes sessions three times a week. After this period, students in both groups were reevaluated by assessing their academic performance. The results obtained from t-test analyses showed that, unlike the six graders, perceptual-motor activities had a positive impact on academic performance of first grade students. Keywords: Academic performance, Concrete operational stage, Perceptual-motor exercise, Preoperational stage.